REB November 2012

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R E S E A R C H I N G E D U C A T I O N

B U L L E T I N I S S U E 3

N O V E M B E R 2 0 1 2


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Researching EducationBulletin

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Editorial

Tony Luby

Association of Chartered Teachers Scotland

Welcome to the third issue of SERAsResearching Education Bulletin. On behalf of the

Association of Chartered Teachers Scotland (ACTS) I should like to thank and congratulate the

Scottish Educational Research Association for this successful initiative. This issue gives

Chartered Teachers an opportunity to demonstrate that our practice is informed by reading and

research through engagement in practitioner enquiry (Standard for Chartered Teacher 4.2.2). Italso gives us a voice whereby we can enhance the quality of the wider professional context of

teaching and contribute to the literature on current educational issues (Standard 4.4.1).

In the first article Sheila Waddell reports on a research project into the experiences of

bilingual minority ethnic parents at a Glasgow secondary school in which 34 different languages

were being spoken. In the second article Lynne Jones reflects on the experience of ascertaining

the impact of introducing regular, whole school mixed-age sessions in a West Lothian primary

school. Remaining in the primary school sector, but far removed from the Central Belt, Mike

Brown investigates personalization within the curriculum as practised within a three-class village

primary school in southern Scotland.In the fourth article, Mei May Thong outlines part of her personal journey as she

discusses Safe Space. Developed in Manchester, she applies this to her Outreach work in

Glasgow, based in a Special School with primary age children who have Social, Emotional and

Behavioural Needs in mainstream settings. In the final article, Tony Luby analyses action

research in an Aberdeen secondary school whereby pupils developed dialogic skills through

inter-faith dialogue.

A common theme is developing diversity! Chartered Teachers embrace such a wide and

diverse range of backgrounds and this is reflected in this issue. There is a plurality of practitioner

inquiry that is to be welcomed as we try to realise the vision of Moore (2012: 136) in Teachingand Learning: Pedagogy, Curriculum and Culture that: Teachers should perceive themselves as

researchers and theorists as well as practitioners.

On behalf of the Editorial team I hope that you enjoy reading this issue.


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SERA Researching Education Bulletin Committee 2012

Lorna Hamilton, University of Edinburgh

[email protected]

Ross Deuchar, University of West Scotland

[email protected]

Ian Matheson, General Teaching Council Scotland

[email protected]

Tony Luby, Association of Chartered Teachers Scotland

[email protected]

Please contact any member of the Committee for advice or with an enquiry; and in the first

instance send manuscripts to Lorna Hamilton at the University of Edinburgh.


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Table of Contents

Sheila Waddell pp5-7

Involving Bilingual Parents in their Childrens Education

Lynne Jones pp8-13

Vertically Challenged?

Mike Brown pp14-18

Exploring the Impact of Personalisation and Choice upon Primary School Pupils

Motivation

Mei May Thong pp19-24

A Safe Space

Tony Luby pp25-28

Talking Up Inter Faith Dialogue


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Involving Bilingual Parents intheir Childrens Education

Sheila Waddell

[email protected]

As part of a Masters degree in Chartered Teacher Studies, a research project into the experiences

of bilingual minority ethnic parents of the services offered to them was carried out at a Glasgow

secondary school. The school roll was 950, and just over 12% of the pupils were bilingual with 34

different languages being spoken. The most widely spoken languages apart from English were Urdu,

Punjabi, Arabic and Cantonese. Two thirds of the bilingual pupils spoke Urdu, Punjabi or both.

The aims of the research project were to find out what bilingual ethnic minority parents thought

of the services offered to them; ask if they thought these could be improved; and draw up a professional

action plan based on the findings of the research in order to involve bilingual parents more in their

childrens education. An MSc in Chartered Teacher Studies differed from a conventional Masters degree

in that it had to embody not only research, but also Professional Action, a key component of the Chartered

Teacher Programme.

Methodology

The main methodology chosen was a questionnaire, which was issued to all bilingual parents, as

this was the only practical way of obtaining the views of the 80 sets of parents concerned. It was also

decided to ask parents to return questionnaires anonymously to try to avoid reluctance to record negative

responses. Semi-structured interviews were also carried out with a random sample of parents in order to

probe the results of the questionnaire more deeply. In addition, school documents recording attendance at

parents evenings were also analysed.

The questionnaire was piloted in a neighbouring Glasgow secondary school with a similar pupil

population and then sent out to all bilingual parents with a covering letter, informing them why the

research was being carried out and assuring them that their anonymity would be respected. Parents were

also offered the use of an interpreter.

There were a number of challenges: firstly, identifying a school for piloting the questionnaire, as

no two schools are identical; secondly, would parents answer a questionnaire that was anonymous?

Thirdly, while attendance at parents' evenings would be analysed as far as possible, it was impossible to

ensure 100% accuracy, as some parents arriving late might not sign in.


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Despite these concerns, 46% of bilingual parents returned the questionnaire, as opposed to 30%

of all parents returning one sent out by Her Majestys Inspectorate of Education (HMIE) prior to a school

inspection three months earlier. One parent objected to the questionnaire as she felt it was an invasion of

her privacy, while several wrote down on the questionnaire that they were delighted to be asked for their

views. No parents accepted the offer of an interpreter, but three parents asked neighbours to help them

fill out the questionnaire.

Following analysis of the results, semi structured interviews were carried out, with the majority of

parents selected agreeing to be interviewed. One insisted on being interviewed at her place of work,

while only one parent used an interpreter. The interviews confirmed the findings of the questionnaire,

while they also picked up three parents who had not returned the questionnaire.

However 37% of the respondents to the questionnaire had been to university and a school in a

different catchment area might have thrown up different results. In addition, over half the parents did not

return the questionnaire.

The findings

In contrast with the MEPESS Report (SEED, 2005) where bilingual ethnic minority parents had a

negative view of Scottish schools and teachers, 100% of respondents found the school friendly and

helpful; while 94% found class teachers helpful. Attendance by all parents at parents evenings was

generally high, with no overall pattern emerging; 81% of bilingual parents said they attended regularly.

However, despite the fact that bilingual parents attended S1, S3, S4, S5 and S6 parents' evenings and the

regular S2 parents' evenings for reporting back on progress, none of the parents of the 15 bilingual pupils

attended the S2 parents' information meeting. Attendance by bilingual parents at this meeting in previous

years had also reportedly been very low or non-existent, although this had not been strictly monitored.

This was a matter of concern, as the S2 parents' information meeting gave parents the opportunity to talkto the careers officer, as well as subject and pastoral care teachers. They were also able to ask questions

about courses and subject requirements for specific careers; so that they could help their children make

informed subject choices.

A majority of respondents (78%) wanted more information on key stages in Scottish Education in

their own language, while nearly all (98%) wanted extra work for their children if they were experiencing

difficulty with the Standard Grade English Reading Paper. The vast majority (93%) also stated they

would be happy to check that any extra work given to their children was completed.

Just over four fifths (81%) said they would attend a drop in session during the school day to

discuss concerns about their childs progress, while 60% of respondents helped their children withhomework. Just over half (53%) attended school functions like plays, concerts and the awards ceremony

(prize giving).

Relevance to educational practice

The research was relevant to educational practice as an action plan was drawn up in the light of

the findings. This involved the preparation of information on key stages in Scottish secondary education,


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such as transition from primary to secondary school and S2 subject option choices with the respective

year heads. This was then translated into Urdu, Punjabi, Arabic, Chinese Farsi and Spanish.

Bilingual pupils experiencing difficulty with reading comprehension passages were identified

with the help of the English Department and a bank of reading passages was prepared. Passages werethen issued to bilingual pupils as part of a reading skills development programme and marked on a

weekly basis with pupils being given detailed feedback.

Two boys who had originally agreed to take part became reluctant to complete the work and the

help of their parents was enlisted. At the end of the programme all pupils who took part were asked for

their views in a short questionnaire. All said it had helped them. The main benefits seem to have been

developing an extended vocabulary and an improved ability to answer and understand questions. One

pupil said his language skills had improved; a second said it had helped to develop his exam techniques;

while a third said it had enabled her to answer questions more quickly.

All those who took part passed Standard Grade English at General Level or better, with twogaining Credit (Band Two) passes.

A daytime drop in session was set up and six parents attended, three on more than one occasion,

while regular monitoring of attendance patterns at parents evenings was established. Information was

also sent out to bilingual parents in their own language (as far as possible) at key stages in their childrens

education. There was a favourable response to this and attendance at S2 Options parents meetings rose

from 0 to over 80%.

As a result of the research project and the action plan there was greater co-operation with

bilingual parents, which has led to improved Standard Grade English results for bilingual pupils.

Previous research by Gillies (1989) and Bhopal (Pickard, 2004) has shown that English is an area wherebilingual pupils underperform compared to other subjects.

In addition, bilingual parents became more involved in monitoring homework and were better

informed about key stages in their childrens secondary education and were more willing to come in to

school to seek advice and help.

References

Gillies, A. 1989. Achievement in SCE Exams by Pupils from an Asian Background in five

Glasgow Schools. Edinburgh: SCRE.

Pickard, W. 2004. English Blow for Asian Passes. Times Educational Supplement Scotland07

August, 2004, p.1

Scottish Executive Education Department. 2005.Minority Ethnic Pupils Experiences of School

in Scotland (MEPESS). Edinburgh: SEED.


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37th

annual SERA conference 21st-23

rdNovember 2012, Ayr Campus

UWS

Information about events, publications and membership available at

www.sera.ac.uk

Vertically Challenged?

Lynne Jones

[email protected]

The aim of this small-scale action research project was to establish what the impact of the

recently introduced practice of regular, whole school mixed-age sessions has been in my setting.

Since October 2010, vertical groups (VGs) have been timetabled for 45 minutes one

afternoon a week. There are 12 vertical groups, each with about 18 children from every stage

across the mainstream part of our school. Vertical groups have a P7 leader and a P6 co-leader

who often have the responsibility for running the session. VG meet in the same room and are


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supported by the same teacher and in some cases the same pupil support worker, each week.

These sessions have tackled a range of issues, most with a citizenship focus.

From the start, staff recognised lots of positives in VGs. However, researchers have

pointed out that: The reality experienced by children and young people in educational settings

cannot be fully comprehended by inference and assumption. The meanings that they attach to

their experiences are not necessarily the meanings their teachers or parents would ascribe

[and] are not always visible or accessible to adults. (Lloyd-Smith & Tarr 2000:61) As this

realisation came more sharply into focus, my particular research question developed from a

wondering about whether children of different ages, stages, abilities, genders and even

personalities were all gaining in this new style of learning situation. Indeed, literature indicated

to me that: studies concerning the impact of organizational pupil grouping practices suggest

that no one form of organizational grouping benefits all pupils. (Kutnick et al 2005:3) Our

Infant classes are capped at 18 and the vertical groups are that size too, and while the older

children in larger classes might appreciate the smaller group size, I was particularly worried thatthe Infants might feel intimidated, being surrounded by big ones.

Figure 1: Typical whole school VG session

Given that my research question asks what vertical groups look like, it was essential to

collect visual data but, since it is contended that the use of both visual and verbal (written) texts


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provides a way to hear different stories, or multiple tellings (Johnson 2004: 10); in order to

access as broad a spectrum of opinion as possible, I decided to collect a mix of data from pupils

and staff.

VISUAL DATA: Photographs taken over the year in all groups (see Figure 1). Films of one

whole school feedback and two VG sessions (see Figure 3). Drawings from a large sample of P1-

P7 children (see Figure 4).

WRITTEN DATA: An evaluation of vertical groups by the pupil leaders and co-leaders (see

Figure 2, P6 co-leader). A Venn diagram completed by pupil council members, comparing and

contrasting the Pupil Council and vertical groups.

INDIVIDUAL INTERVIEWS: To find out about the head teachers rationale for introducing

mixed-age learning opportunities, to find out about the topics and group allocation from a

colleague given that responsibility, and to record the first impressions of a visitor.

GROUP INTERVIEW: To find out about the perceived pros and cons from teaching and non-teaching colleagues (see Figure 2, Teacher).

Figure 2: Examples of data collected

Vertical groups looks like teamwork from P1 -P7 when all the classes

combine and do brilliant activities. P6 co-leader

one of the things we were really picked up on when HMI came in the

last time was the lack of social experiences and knowledge and

understanding of the world that children from this kind of environment

have and if you think about the topics we have covered in vertical groups,

we are opening up a whole new world to them. Teacher

Quotes taken from written evidence gathered from pupils and from a

group interview with staff respectively.


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The vast majority of pupil drawings collected were full of positive imagery and I would

tentatively conclude that my initial concern about Infant pupils perhaps feeling overwhelmed

was probably not the case.A concern voiced by both staff and pupils to differing degrees was that of pupil leaders

and teachers being adequately prepared for the different topics. At least one of the assigned pupil

leaders found the responsibility for leading lessons on subject she wasnt well versed in herself

hard to bear. Teachers spoke of times when it wasnt clear who was meant to be leading and of

not feeling properly prepared beforehand. As for the particular issues themselves, many staff

thought some, like Fairtrade, were too difficult and abstract for the Infants. However, the

childrens reality was clearly revealed in the 20% of Infant pupils drawings (13 of 65) that

featured images relating to Fairtrade, with only the Diversity lesson featuring more often (in 16

drawings). This compared to 28% of Junior pupils drawings (28 of 101) featuring Fairtrade,

with Safer Internet and Being a good neighbour the next most popular (in 5 drawings each). In

other instances of a disconnect in information collected from different types of evidence, it

turned out to be the childrens drawings which held the details of the truth, theirtruth. For

example, pupils who had widely been supposed by staff not to be enjoying VGs for reasons such

as elective mutism or autistic spectrum disorder; when asked to draw what vertical groups looked

like, they drew pictures full of smiley faces and bright colours, which seemed to indicate quite

the opposite.

Overall, vertical groups were seen by management, pupils, staff and visitors to the school

as being overwhelmingly positive, even powerful, in terms of their function in providing more

opportunities for pupils voices to be heard, and in terms of their impact on pupil-pupil andpupil-staff relations across the learning community.

Figure 3: Samples of data

Only the big ones get to do the stuff P1 child

I hate vertical groups coming down to this class P4 child

Comments made by P1 pupil as he talked about his drawing and by P4 pupil in the

course of a filmed vertical group session.


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Figure 4: examples of visual data

Two prominent issues emerged from the data.

Even for those children in the sample that were assumed to be struggling with the multi-

age, mixed ability set-up and/or the learning content, their vertical group looks like a very

supportive space for focused and highly productive democratic participation. The

superficial impact of VGs on communication and community has been tangible from the

start; however, the depth of impact on individuals was only truly revealed by asking

pupils for a thoughtful, personal, visual response.


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At the outset, vertical groups were instituted as: a deliberate re-structuring for

opportunities to share decision making and consultation with the wider pupil population.

For this to be a sustainable change however, it should not be underestimated that

transforming organizational and cultural structures requires a great deal of time and effort

over the long term. (Waterhouse & Mller 2009: 127) Pitching a lesson appropriately to

engage such a broad spectrum of age and ability is a challenge even for an experienced

teacher. Fundamentally, it requires an investment of time and space in the effective

forward planning of issues as well as a commitment to the training of leading pupils in

the issues themselves; and some simple teaching/management techniques. In this way,

the nascent student leadership in the school will be properly supported rather than

vertically challenged.

Conclusion

This research shows that, in their very first year, vertical groups had a positive impact on

both pupil voice and relationships across the school community. In the terms of Hart (1992: 8)

there has undoubtedly been movement up the ladder of participation. However, in order to be

able to say that our children consistently stand on the highest rungs of genuine, child-initiated

participation on the ladder, there is some collaborative development work to be undertaken to

further improve the participatory and democratic nature of vertical groups in my setting.

References

Hart, R. 1992. Childrens Participation: From tokenism to citizenship. Florence: UNICEF/

Innocenti.

Lloyd-Smith, M. & Tarr, J. 2000. Researching childrens perspectives: a sociological dimension

inResearching Childrens Perspectives by A. Lewis, & G. Lindsay. Buckingham: OUP.

Kutnick, S. et al. 2005. The Effects of Pupil Grouping: Literature Review - Research Report 688.

Nottingham: DfES publications.

Johnson 2004 cited in M. Griffiths & Z. Williamson (forthcoming) Evolving new methodologiesin practitioner research: the case of visual methods (Chapter 3) in Practitioner Research. Nova

Science Publishers.

Waterhouse, J. & Mller, J. 2009. Shared leadership (principle 4) in Connecting Leadership and

Learning: Principles for Practice. J. MacBeath & N. Dempster (Eds) Abingdon: Routledge.


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Exploring the Impact of Personalisation and

Choice upon Primary School Pupils Motivation

Mike Brown

[email protected]

As one of seven Principles for Curriculum Design, Personalisation and Choice is

embedded in current educational policy in Scotland. The idea of Personalisation, as the name

implies, places the child at the heart of the teaching and learning process. Aligned with

Personalisation is Choice; if pupils are afforded more choices in their learning, they will

learn to become more autonomous, self-determining and more motivated (McLean, 2009).

Personalisation and Choice is now part of our educational vocabulary, yet there is no consensus

on a precise definition of the term, nor is there a body of evidence to support claims that it is an

effective pedagogical strategy.

Personalisation is a term which fully emerged in the United Kingdom less than a decade

ago, where the former Labour administration promoted it as a Big Idea in education in England

and Wales (Pollard and James, 2004). Whereas in the recent past, differentiation was perceived

as a way of addressing individual learning needs, Personalisation and Choice is said to allow thelearner to take greater responsibility for his or her own learning: a natural evolution of

differentiation (Buckley, cited by Galloway, 2009: 134).

Commentators on Personalisation link the idea to the largely abandoned child centred

pedagogies of the 1960s and 1970s (Jeffs, 2008). Critics draw parallels to the rise of

consumerism and consumer culture, where learning is described in terms of products (Hartley,

2009) and brand (Fielding, 2006). Advocates, on the other hand, use phraseology which

suggests more solid and enduring outcomes: pupils engage in co-constructed learning

(Humphreys, 2008: 32); they are co-investors in education (Sebba et al 2007: 72); they need to

be active creators of their learning (Rudd, 2008: 123).

The participants in this research were Primary 6 and 7 pupils in a three-class villageprimary school in southern Scotland. At the time of this research, the schools Development

Plan noted how pupils had expressed a desire to have a greater say in taking the school forward;

and specifically in having greater responsibility for setting personal learning targets.

Research took place with the class throughout a cross-curricular project in which groups

of pupils prepared a detailed plan for a makeover of an area of the school grounds. At the end of

the term, each group presented their ideas to the rest of the school, with the most popular pitch


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being adopted for the makeover. Though pupils were to work as part of a group throughout the

project, learning would be personalised in that individuals had considerable scope for defining

their own contribution to, and role within, their group.

Children have an increasing role to play as participants in research about what affects

their lives (Rudduck and McIntyre, 2007) and if Personalisation and Choice are to be among

the cornerstones of pupils learning in the future, it therefore seems essential to discover from

children themselves what impact this strategy has upon their approach to learning.

Information was gathered in a number of ways, mainly through a qualitative approach;

Greig et al (2007) suggest that this is the most useful method to use when conducting research

with pupils in this age range. It was essential that the pupils actual words and actions provided

both hard evidence and also a basis for subsequent discussions. Qualitative data was gathered

using the following methods:

Teacher Observation and Participation: data was generated using a diary descriptionmethod.

Questionnaires: these provided an opportunity for reflection and for self-evaluation.

Parental questionnaire: this provided an opportunity for triangulation.

Focus group: this group of six pupils met on three occasions, at the beginning, in the

middle and at the end of the project, with discussions recorded and transcribed, enabling

coding of comments to take place.

From each of the questionnaires, focus group discussions and participation and observation

sessions, evidence emerged to suggest that pupils are recognising that Personalisation and

Choice and the responsibilities that go with them is impacting positively upon their

motivation to learn. This evidence can be categorised as follows [including evidence obtained

from pupils]:

Positive responses connected to five key components of personalised learning (Pollard

and James, 2004). [One of these 'five key components' is listed by Pollard and James as

"Beyond the classroom: Learning in community context". When presented, in a questionnaire,

with the statement, "At school, I learn new skills which I use both in and out of school", 100% of

pupils questioned said they "Agreed Strongly" or "Agreed"].

Use of multiple intelligences (Gardner, 1983). [In observation of group work, pupil "S",

a pupil with additional support needs, demonstrated interpersonal and naturalistic intelligencesby defining her own specific role within her group].

Understanding of the value of feedback (Black et al, 2002). [In Focus Group discussions

of teacher feedback, pupils' comments included, "It helps you get things done better if you get

good feedback and "They (teachers) come over and they say, Oh thats really good! and then

it boosts you up and youre like, Yay! Im doing good!]


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Understanding of the importance of goals and target-setting (McLean 2003). [Comments

in Focus Group discussions included, "I think goals and targets are a good thing because then

you have something to aim for, and then you just aim for that thing"].

Benefits of being able to present work and learning in different ways (Barnes, 2007).

[Among the items on a wall display by a group which comprised pupils with additional support

needs was a word search; this included vocabulary and terminology specific to the project.

Viewers of the display were invited to take a copy and return it to group members once

completed].

Empowerment through having choices and responsibilities (McLean, 2003). [When

questioned on their attitudes to having greater choices and responsibilities, the group of twenty

pupils provided fourteen responses which were coded as positive].

Understanding of importance of twenty-first century skills (Galloway, 2009: 119).

[One such skill is said to be "team working". A majority (65%) of pupils believed they had

learned team working skills throughout the course of this project, as indicated by coding ofresponses to the question, "Identify five things you think you have learned or achieved in the

garden makeover project"].

Understanding that learning is cross-curricular (Barnes, 2007), with explicit reference to

most Curriculum Areas within A Curriculum for Excellence. [Pupils were asked to, "Identify

five things you think you have learned or achieved in the garden makeover project". Responses

indicated that pupils perceived learning in all but one of the Curriculum Areas specified by A

Curriculum for Excellence].

This evidence links closely with McLeans (2009) description of the 3As, Affiliation,

Agency and Autonomy, which he asserts are the essential pre-conditions for pupils motivation.

Despite the evidence gained from pupils in support of Personalisation and Choice, a number

of reservations were also expressed. These can be summarised as:


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A lack of clear structure in their learning.

Reservations concerning the composition of work groups.

Feelings of discomfort at demonstrating learning as a presentation or a performance.

Reservations about the idea of being allowed more control of their learning; some pupils

believed that what they learned was the sole responsibility of teachers and that having

greater choice was distracting.

Due to the conceptual elasticity (Hartley, 2008: 378) of Personalisation and Choice, they

mean different things to different people at the same time (Pykett, 2009: 378; original italics).

The concept has quickly been embedded in educational vocabulary and policy (Hartley, 2008)

despite its efficacy being supported not by research but instead by commentary. This project

provides some evidence from pupils that they are likely to feel more motivated as a consequence

of Personalisation and Choice but sufficient reservations were expressed to persuade us that

more research is needed into the use of this particular strategy. A more precise definition mightaid this process, though schools can and should (Hartley, 2007) make what they will of

Personalisation and Choice. This flexibility is, perhaps, the very essence of A Curriculum for

Excellence.

References

Barnes, J. 2007. Cross-curricular Learning 3-14. London: Paul Chapman Publishing.

Black, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D. 2002. Working inside the black box:

Assessment for learning in the classroom. London: King'sCollege, London University.

Fielding, M. 2006) Leadership, personalization and high performance schooling: naming the new

totalitarianism. School Leadership and Management 26(4), 347-369.

Gardner, H. 1983. Frames of mind: the theory of multiple intelligences. New York: Basic Books.

Galloway, J. 2009. Harnessing technology for every child matters and personalised learning. London:

Routledge.

Greig, A., Taylor, J. and MacKay, T. 2007. Doing Research with Children. London: SAGE PublicationsLtd.

Hartley, D. 2007. Personalisation: the emerging revised code of education? Oxford Review of

Education, 33 (5), 629 642.

Hartley, D. 2008. Education, markets and the pedagogy of personalisation.British Journal of Educational

Studies 56(4), 365 381.


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Hartley, D. 2009. Personalisation: the nostalgic revival of child-centred education? Journal of Education

Policy, 24 (4), 423-434.

Humphreys, P. 2008. Personalised Education: A Framework for Evaluation and Educational

Reconstruction. In M. Webster (ed.) Personalised Learning: Taking Choice Seriously (29-49).Nottingham: Education Heretics Press.

Jeffs, T. 2008. Letting in the light. In M. Webster (ed.) Personalised Learning: Taking Choice Seriously

(7 28). Nottingham: Education Heretics Press.

McLean, A. 2003. The Motivated School. London: Paul Chapman Publishing.

McLean, A. 2009.Motivating Every Learner. London: SAGE Publications Ltd.

Pollard, A. and James, M. 2004. Personalised Learning - A Commentary by the Teaching and Learning

Research Programme. Cambridge: TLRP.

Pykett, J. 2009. Personalization and de-schooling: Uncommon trajectories in contemporary education

policy. Critical Social Policy, 29(3), 374-397.

Rudd, T. 2008. Rethinking the principles of personalisation and the role of digital technologies. In M.

Webster (ed.) Personalised Learning: Taking Choice Seriously (119 - 138). Nottingham: Education

Heretics Press.

Rudduck, J. and McIntyre, D. 2007. Improving Learning through Consulting Pupils. Abingdon:

Routledge.

Sebba, J., Brown, N., Galton, M. and Steward, S. 2007. An Investigation of Personalised Learning

Approaches used by Schools. Nottingham: DfES Publications.


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A Safe Space

Mei May Thong

[email protected]

Introduction

I am an Outreach Teacher in Glasgow, based in a Special School and I work with primary

age children who have social, emotional and behavioural needs (SEBN) in mainstream settings.

Safe Space is a term borrowed from my past involvement with the Emotional and Trauma Support

Project (ETS, 2001-2006) in Manchester. ETS providers adopted the idea of establishing a Safe

Space to enable and engage with traumatised children through creative and therapeutic interventions

which make sense of their lives and let them experience magic moments. Safe Space was

developed as an approach, amongst other creative interventions, in my Outreach work.

A Safe Space in Outreach Support

Creating a Safe Space for creative and healing work is central to my outreach support

for children with SEBN through collaboration with significant adults, where individual needs and

some confidential issues may be addressed. The conversations which take place within this space arefundamentally to engender change. The significant adults may be a parent, grandparent, carer, Class

Teacher or Pupil Support Assistant, whose voices of influence are most effective and who is

committed to supporting the child in consistent ways. As communication and collaboration between

home and school strengthen, the effects of the safe space work can help establish support, security

and boundaries. Hence Safe Space is essentially about establishing a secure base for positive

change. In order for children to be helped to change, they must first feel safe (see Figure 1).

Stability and a sense of safety are essential before we can explore difficult issues. A

secure base is created when the primary carer and I work in partnership, establishing a triangular

relationship with the child (see Figure 2), providing security and support in making changes. Thisidea is similar to Geddes (2006) triangular relationship between teacher, child and task in a two

dimensional relationship. The safe space in my scheme is three dimensional with change at the

apex of the pyramid. The class teacher, who may be the second attached figure, is gradually brought

into the connecting frame which further strengthens the base. Creative interventions and different

approaches may be used within the secure base for meaningful communication and to mediate

change.


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Figure 1

Figure 2

Throughout my work I have learned that when a secure base cannot be established in

complex cases, then change is limited even when effective interventions have been tried. The

involvement of the primary carer or attached figure is crucial in establishing this space. When

change happens, it becomes a process and may be likened to a spiral, requiring different

approaches and interventions at different stages. (Geldard and Geldard 2002)

Outreach Teacher Child/Pupil

Primary

carer

Class teacher

Change 3

Change 2

Change 1

school

Safe

Space

for

pupil

community

Class

home


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Mediating Change

I have found that children communicate effectively through images and drawings, and are

responsive when I engage them through their chosen medium. "The relationship between thought

and word is not a thing but a process, a continual movement back and forth from thought to word

and from word to thought: .... thought is not merely expressed in words; it comes into existence

through them" Vygotsky, 1962. Children felt understood when I put their feelings into words and

empathise with their inner turmoil or struggle. Thinking and speech helps to mediate between the

social aspects and the individual. Vygotsky believed that children are capable of far more

competent performance when they are properly helped ("scaffolded learning") by adults.

Safe Space work is about helping to scaffold change. The learner must want to change his/her

behaviour and feel competent to make those changes. I work in partnership with the primary carer to

protect the vulnerability of the child, to boost confidence, build resilience and bring about what is

ready for change. When behaviour interferes significantly, I would resort to alternative approaches

that are innovative and creative. Hence I am practising aspects of Mediated Learning Experience

(Falik nd) which involves intense interaction between the child and me (mediator) to change the

childs behaviour. The essential ingredient in mediation is focusing on the stimulus world of the

child, on understanding and working with their responses and to follow the lead in their behaviour.

We also need to consider the childs sense of readiness for change. It is a partnership where the

child gives his/her view of events and perspective on what should take place. It is this mental

view/perspective of events, according to Geldard and Geldard (2002) that the child has power to

change such as comparing past circumstances, present changes and the progress achieved. If a child

can change the interpretation of events, past or present, with help, then their perception is changed

and they have more choices. Oldham et al (1978), Melzak and Blackwell (2000), Geldard and

Geldard (2002) and Townsend (2002) all support this theory of change that if a child can be helped

to make small changes in their perception then it follows that the situation in the childs internal

world changes.

Theoretical framework

Literature review and reflection has led to conceptualizing this Safe Space theory. Keith White

in his book The Growth of Love described safe space as a secure base for exploration and forhumans, exploration is the essence of growth and development. Here he talked about the home his

family had set up for children in care. He says that children are essential and resourceful partners

in the creation of a secure base and stressed the importance of stability in this environment.

Essentially, it is about how security is experienced by the child. Hughes (2006) described creating a

safe setting for psychotherapy work where exploration occurs with non-verbal attunement, reflection

and non-judgemental dialogue along with empathy and reassurance during the therapeutic process. I


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believe as teachers we can create Safe Spaces in schools and our classrooms for children who have

SEBN.

Reflecting on Safe Space work in Outreach Support

Between 2006 and 2011, 25 out of 35 assessed cases received Outreach Support which ranged

between six weeks to two years. Safe Space work was carried out amongst other interventions for

16 of these cases, which involved the pupil and their primary carer. There were positive outcomes

for ten of these cases and the pupils remained in their respective schools, except for one who was re-

referred a year later. Tribute must also be paid to the schools and teachers who worked with these

children and their families with complex needs, by providing a sense of belonging, supportive ethos

and community, security and stability through routines and boundaries. For these children the

quality of relationships, both at home and in school were critical in helping them change their

behaviour and to become more manageable. Change did not go far enough for six children to remain

in the mainstream. There are circumstances when Safe Space may not work because the adult and

child have mental health issues, ongoing Child Protection issues, poor attendance and inconsistent

engagement. Three such case studies were described by Thong (2008, 2012).

Conclusion

Safe Spaces can be created in school through anti-bullying and health policies and

practices, establishing a climate where children feel safe and special, have a sense of belonging and

are enabled to thrive and to achieve. The ethos and environment of the school can play a significant

part in supporting and promoting healing and restorative work.

A Dutch programme, known as the Pharos project (De Ruuk 2001) promoted school as a

suitable context to create a healing environment for a psychosocial programme. This programme

was dependent on the teachers professional skills, aptitude and expertise in creating a safe healing

ethos in the classroom through teaching emotional literacy and supporting emotional intelligence

development in a safe place, where children are free to be themselves and are helped to love again.

There was definite realization across the services about working with parents and

addressing the challenges posed by those who were hard to reach. Donny Scott (Children and

Families Department, Edinburgh) spoke about the cultural differences between home, school and

society, at the 2011 conference for the Association of Chartered Teachers Scotland (ACTS). He

questioned the impact of parental involvement in their childrens learning and partnership with

schools. If attention is given to creating Safe Spaces in schools for hard to reach children and their

carers; perhaps this may provide the impact for which we are searching.


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References

De Ruuk, NCV. 2001. The pharos school prevention programmes, good practice in mental health

and social care provisions for asylum seekers and refugees. University of Utrecht.

Falik, L H. nd. Changing childrens behaviour: Focusing on the E in Mediated Learning

Experience. PhD thesis. International Center for the Enhancement of Learning Potential.

Feuerstein, R. 1996.Mediated Learning in and out of the classroom. Corwin Press, California.

Geddes, H. 2006.Attachment in the classroom: The links between childrens early experience,

emotional well-being and performance in school. Bath: Worth Publishing, Bath Press.

Geldard, K. & Geldard, D. 2002. Counselling children. London: Sage Publications Ltd.

Gindis, B. 1999. Vygotskys Vision: Reshaping the Practice of Special Education for the 21st

Century,Remedial and Special Education. 20(6) 32-64.

Hughes, D. 2006. Dyadic Developmental Psychotherapy Lecture. [email protected]

571 Vassalboro Rd, So. China, ME 04358, 207-445-3120

Manchesters Multidimensional Emotional Trauma Support Project in schools (revised April

2004) confidential evaluation report Provider views on inputs, processes and outcomes for

schools and the child as an individual; their emotional; school-learning; and as a social being, byHermione Lovel with ETS project.

Melzak, S. and Blackwell, D. 2000. Far from the battle but still at war. The Psychotherapy

Trust; available from the Medical Foundation Caring for Victims of Torture.

Scott, D. 2011. Non- aligned cultures: do some important keys to success lie outside the

classroom. Workshop at conference for Association of Chartered Teachers Scotland, 05 February

2011. http://acts.edublogs.org/acts-winter-conference-2011/ [accessed 02 November 2012]

Thong, M M. 2008. Chartered Teacher Research Study (unpublished) available at General

Teaching Council Scotland, Edinburgh.

Thong, M M. 2012. The Art of Caring,Education Today 62(1) The College of Teachers,

London. http://www.collegeofteachers.ac.uk/publications/education-today/spring-issue


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Townsend, T. 2002. Radical Intervention: Working with those who struggle to learn. Keynote

address to National Community Education Association Annual Conference Austin, Texas, 16

November 2002 (Monash University, Australia).

White, K. 2008. Understanding five essential elements of child development: the growth of love.

Abingdon, Oxon: The Bible Reading Fellowship.

Website

http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html


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Talking Up Inter Faith Dialogue

Tony [email protected]

Background

Employed as a Chartered Teacher of Roman Catholic RE (RCRE) I teach small groups of

pupils attending state secondary schools in Aberdeen city. Whilst undertaking a series of

classroom-based tasks for postgraduate studies at Oxford University, I discovered that I was

providing insufficient opportunities for pupils to engage in dialogue. This was particularly

concerning as I had been keen to enable the pupils to adopt a deep approach to their learning

through critical reflection and peer teaching. A starting point for this was to encourage the kind

of dialogue that aims to promote communication with and between students, to demonstrate

the value of the views of the students, and to help participants to share and build meaning

collaboratively. (Hattie 2012: 74)

Action research

There were twenty Catholic pupils available in S3 & S4 and all were invited to participate in

an action research programme. Half of the pupils accepted the invitation and each pupil selected

a non-Catholic friend for conversations that were structured according to the recommendations

of McKenna et al (2008):

the conversation task is sharply focused at the outset, and preferably it is text-based; the conversation partners should be aware of the ground rules and have a good, shared

understanding of the activity; and

the participants should be encouraged to freely exchange ideas and viewpoints and toexplore other avenues for discussion.

I was stationed outside the room in which the pupils conversations took place; and these

conversations were recorded and later transcribed.

InterventionsThere was a series of three interventions with the twenty pupils in which:

A. Free-ranging discussion took place between the pupils and this was analysed with regard

to:

- cumulative talki.e. pupils build positively but uncritically on what the other has said;

and


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- exploratory talk i.e. pupils engage critically but constructively with each others ideas

(Mercer 1995: 104).

B. There were teacher-led intervention as the pupils read two text extracts prior to engaging

in discussion ; and

C. The pupils watched a six minute video clip prior to their conversations.

Exemplar

According to Mercer (1995: 104) exploratory talk is characterized by statements and

suggestions [being] offered for joint consideration [and] these may be challenged and counter-

challenged, but challenges are justified and alternative hypotheses are offered.

Douglas: Well I might disagree with you there because I think that umhumans are thecause of sin because God gave us freewill, he didnt want to control us otherwise wed be

like robots.

Craig: Uh huh.

Douglas: And that wouldnt give us any freedom at all, well always be good and God gave

us freewill to choose what is right but obviously humans didnt choose that way, they

didnt the right way and theyve become selfish, like Eve tricking Adam into eating that

apple which caused him to sin against God, and that obviously angered God and I think

for me I think thats because of sin, humans are the cause of sin.

Craig: Yeah, Id agree that humans are the cause of sin and no doubt our sort of freewill,

if we have it. We often choose the wrong path and, again the Adam and Eve story is a

fantastic way of illustrating society, and how people sin and what effect it can have. But,

again, I think these stories need to be taken with a pinch of salt; and that they are in my

opinion nothing more than stories. But you can still read into them as much as you can

read into many sorts of novels and literature; which of course we know they arent true

stories. But we can still appreciate the moral values that they give us such as to name a

few, The Lord of the Flies and Animal Farm, that many of us studied in English

umthats my point of view with regards to that.

Douglas: Well I think the stories could be pretty accurate because theyve been passed on

with the Bible and the Catholic Church; theyve been passed on ever since Jesus came

into this world as a form of God and even before that in the Old Testament.


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Exploratory talk is evidenced by the initiator, Douglas1, offering a view on the

relationship between humanity, freewill and sin. This view is challenged by Craig, the

respondent, who justifies it through criticism of a too literal understanding of the Creation story.

Rather, an alternative hypothesis is mooted whereby the Creation story should be regarded more

like a novel that contains important moral truths. This view, in its turn, is counter challenged

with an appeal to the authority of the Bible and Tradition.

Findings

This proved to be a very rich experience. The pupils remained on-task and there was

sufficient evidence to demonstrate that the teacher-led interventions helped to promote both

cumulative talk and exploratory talk amongst the twenty pupils who participated in the study. On

average, throughout the three interventions, the pupils conversations comprised 54.5%

cumulative talk and 22.8% exploratory talk. These two types of talk were indicators that pupils

had been involved withpeer teaching, critical reflection and deep learning.Upon concluding this series of three conversations, the pupils completed a questionnaire

survey comprising test items used in previous religious education (RE) research concerning deep

learning (Luby 1995). A Chi Square Test analysis of their responses confirmed that a dialogic

approach to RE encouraged them to adopt a deep approach to their learning.

Finally, the twenty pupils were asked to sum up (anonymously) in a sentence what they

thought about this experience as a way of learning in RE. All responded positively and cited

primarily pedagogical and social reasons such as given below:

Pedagogical e.g. A learning experience that enables you to see other peoples views and

perspectives and ultimately how your beliefs compare; & Its very good for learningabout the things that are difficult to get your head around; also it helps me accept others

opinions and attitudes towards religion.

Pedagogical & Social e.g. Allowing me to learn by listening to other peoples points ofview, which often contrast with my own, has greatly benefitted my understanding of

some Catholic ideas; and has done so through a medium which I find enjoyable.

Reservations

Almost always, one has to be aware of the Hawthorne effect whereby participants

exhibit atypically high levels of performance simply because they are aware that they are

being studied (Macefield 2007: 145). The simple act of removing the pupils from their usual

class engendered a degree of excitement and this may explain, to some extent, the edge to the

pupils conversations.

1Fictitious names to preserve anonymity.


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Future research

As the research was conducted in one city comprehensive school that can fairly be

described as having Mid-High levels of attainment and is situated within a catchment area of

Mid-High levels of affluence; then future research should increase the sample size of both pupils

and schools in order that findings can be generalized. In particular, there is a need to take

account of different schools with regard to:

Levels of attainment (High Mid Low); Affluence of catchment areas (High Mid Low); Location (city semi-rural rural); and Types (comprehensive; selective; faith).

Also, the main foci of the teacher interventions and the pupils conversations had been

the topics of science & religion and historical evidence. However, another focus of values had

been identified but not pursued. The work of Harrison (2011) offers some promising avenues for

exploration with regard to this topic. Hopefully, these factors will be addressed through

forthcoming studies.

References

Harrison, V. S. 2011. Embodied values and Christian-Muslim dialogue: 'exemplar reasoning' as a

model for interreligious conversations. Studies in Interreligious Dialogue. 21(1) 20-35.

Hattie, J. 2012. Visible learning for teachers: maximizing impact on learning.

Abingdon, Oxon: Routledge.

Luby, A. 1995. An Enterprising Approach to Democratising the Curriculum: reflections on a

Scottish experience.Journal of Vocational Education & Training. 47(1) 21-33.

Macefield, R. 2007. Usability Studies and the Hawthorne Effect.Journal of

Usability Studies [Electronic] 2(3) 145-154, May 2007. Available from:

[Accessed 22 August 2012]

McKenna, U., Ipgrave, I., and Jackson, R. 2008. Inter Faith Dialogue by Email in

Primary Schools. Munster: Waxmann.

Mercer, N. 1995. The Guided Construction of Knowledge: Talk Amongst

Teachers and Learners. Cleveden, Avon: Multilingual Matters Ltd.

REB November 2012

Documents

Transcript of REB November 2012